This paper analyses one of the more problematic aspects of the migration of higher education lecture content from traditional print based and face-to-face modes to those of a digital nature. The paper looks specifically at issues stemming from increased pressure on academics to embrace the delivery of their lecture content online. The point is made that currently an over-emphasis on online 'delivery' has come at the expense of online pedagogy. An account of a pilot study undertaken to digitalize videotaped undergraduate lectures is presented along with a report of both the technical and human resource-related issues encountered. The paper concludes by arguing that if the streaming of lectures is to be successfully undertaken on anything more than a token level, it is essential for universities to support the funding of local professional development structures that allow academic staff to engage with a number of 'new technologies'
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